This section includes statements on mobility strategies and procedures at institutional level. Read all statements carefully and click on the answer that in your opinion best applies to your institutional situation. There are no right or wrong answers. All questions are mandatory.
My institution has leadership commitment to develop an internationalisation plan in which inclusion is addressed.
My institution involves students, expert colleagues across the institution and external stakeholders in a structural broad based for the development of inclusivel mobility strategies, procedures and support services.
My institution actively involves students in the development and evaluation of the institutional internationalisation strategies, procedures and support services.
My institution has institutional targets for participation in student mobility programmes (incoming and outgoing mobility Refers to students who left their country of residence (i.e. crossed a national border) to study elsewhere (in which they are counted as incoming mobile students).
My institution offers a wide mix of short and long-term mobility programmes for a range of activities, from field trips and summer volunteering to semester internships, research mobility and full year study abroad.
My higher education institution has a needs-based and individualised approach to support the wider participation of students in international mobilities, while specifically taking into accounts the needs of disadvantaged students
My institutions has a set parameters around inclusion as a precursor to engaging in new inter-institutional mobility agreements.
My institution has clear definitions and criteria to identify disadvantaged students.
My institution has a standardised methodology to monitor the participation and experiences of students in all types of mobility programmes, while also specifically focusing onto the participation and experiences of disadvantaged students.
My institution analyses systematic feedback from students related to their (non) participation and experiences in mobility, while specifically focusing onto the feedback and experiences of disadvantaged students.
My institution improves and updates the institution’s mobility strategy and associated procedures on a regular basis, while specifically focusing on the feedback of disadvantaged students and staff involved in organising the mobilities.
This section includes statements on institutional cooperations and structures in the field of mobility. Read all statements carefully and click on the answer that in your opinion best applies to your institutional situation. There are no right or wrong answers. All questions are mandatory.
My institution has a plan of staff responsibilities containing of the details of the personnel responsible for carrying out both general tasks associated with inclusive mobility Creating adequate conditions to learn, work or volunteer abroad for people with fewer opportunities, by addressing their diverse support needs. It is a needs-based approach to what the individual beneficiary needs to ensure a safe and exciting mobility period abroad. It is important to not generalise needs, needs are specific and the individualised aspect in it is highly important. What the person/beneficiary says they need is what they should receive. It is not only about academic mobility but also about the social aspects that play an important role in the experience abroad and the potential link to connect with the local community
My institution has a plan of staff responsibilities containing of the details of the personnel responsible for carrying out both general tasks associated with inclusive mobility Creating adequate conditions to learn, work or volunteer abroad for people with fewer opportunities, by addressing their diverse support needs. It is a needs-based approach to what the individual beneficiary needs to ensure a safe and exciting mobility period abroad. It is important to not generalise needs, needs are specific and the individualised aspect in it is highly important. What the person/beneficiary says they need is what they should receive. It is not only about academic mobility but also about the social aspects that play an important role in the experience abroad and the potential link to connect with the local community
My institution provides awareness and capacity building on the key criteria of inclusive mobility Creating adequate conditions to learn, work or volunteer abroad for people with fewer opportunities, by addressing their diverse support needs. It is a needs-based approach to what the individual beneficiary needs to ensure a safe and exciting mobility period abroad. It is important to not generalise needs, needs are specific and the individualised aspect in it is highly important. What the person/beneficiary says they need is what they should receive. It is not only about academic mobility but also about the social aspects that play an important role in the experience abroad and the potential link to connect with the local community
My institution provides more tailored training on inclusive mobility Creating adequate conditions to learn, work or volunteer abroad for people with fewer opportunities, by addressing their diverse support needs. It is a needs-based approach to what the individual beneficiary needs to ensure a safe and exciting mobility period abroad. It is important to not generalise needs, needs are specific and the individualised aspect in it is highly important. What the person/beneficiary says they need is what they should receive. It is not only about academic mobility but also about the social aspects that play an important role in the experience abroad and the potential link to connect with the local community
inclusive mobility Creating adequate conditions to learn, work or volunteer abroad for people with fewer opportunities, by addressing their diverse support needs. It is a needs-based approach to what the individual beneficiary needs to ensure a safe and exciting mobility period abroad. It is important to not generalise needs, needs are specific and the individualised aspect in it is highly important. What the person/beneficiary says they need is what they should receive. It is not only about academic mobility but also about the social aspects that play an important role in the experience abroad and the potential link to connect with the local community
My institution ensures cooperations with national agencies and state bodies on the topic of widening participation in mobility.
My institution ensures inclusion is given a central place within inter-institutionalis agreements.
My institutions actively engages with the international and/or inclusion office of partner institutions to explore the possibilities and plan the exchange of disadvantaged students.
My institution cooperates with civil society organisations (NGOs) and providers outside of the higher education system on the topic of inclusive mobility Creating adequate conditions to learn, work or volunteer abroad for people with fewer opportunities, by addressing their diverse support needs. It is a needs-based approach to what the individual beneficiary needs to ensure a safe and exciting mobility period abroad. It is important to not generalise needs, needs are specific and the individualised aspect in it is highly important. What the person/beneficiary says they need is what they should receive. It is not only about academic mobility but also about the social aspects that play an important role in the experience abroad and the potential link to connect with the local community
This section includes statements on information provision and promotion. Read all statements carefully and click on the answer that in your opinion best applies to your institutional situation. There are no right or wrong answers. All questions are mandatory.
My institution has a consice overview of information about mobility opportunities and support for students, with additional information for disadvantaged students (e.g. extra grant information, additional support services for disadvantaged students in different types of mobility programmes).
My institution includes positive statements and messages regarding mobility for students in all information provision with a clear structure and links to how to get more specific information.
My institution publishes such information in a prominent, easy to find place on the institutional website and in other relevant materials (e.g. flyers, targeted emails, inclusivemobility.eu).
My institution promotes mobility opportunities towards each and every student including a variety of channels and activities.
My institution provides information and promotes mobility activities in accessible and inclusive formats (e.g. subtitles, graphs with alt-texts).
My institution engages with a divers student body to share their previous experiences of mobility programmes. Disadvantaged students are actively involved.
My institution has a strategy in place to build a network of diverse student ambassadors.
My institution promotes its available supports for disadvantaged students and key contacts on the institutional website and in other promotional materials and events.
This section includes statements on applications, grants and funding. Read all statements carefully and click on the answer that in your opinion best applies to your institutional situation. There are no right or wrong answers. All questions are mandatory.
My institutions informs and promotes to disadvantaged students to apply for support services and grants Any public financial support that does not need to be paid back. Such financial support can be targeted (available only for a specific target group) or mainstream (available to all or the majority of students).
portability Possibility to take abroad the support available to students in their home country, for credit mobility (credit portability) or degree mobility (degree portability).
My institution offers clear and user-friendly applications in which students are encouraged to disclose a disability or specific condition from the beginning of the application process.
My institution provides comprehensive support in the application process to students with specific needs (e.g. calculating access costs, drafting a support mobility plan).
My institution provides targeted financial support such as mobility scholarships and travel grants Any public financial support that does not need to be paid back. Such financial support can be targeted (available only for a specific target group) or mainstream (available to all or the majority of students).
The section includes statements regarding the support offered by your institution towards incoming and outgoing disadvantaged students before, during and after mobility. Read all statements carefully and click on the answer that in your opinion most applies to your institutional situation. There are no right or wrong answers. All questions are mandatory.
My institution carries out a needs assessment to identify the expectations and the support needs of outgoing disadvantaged students. Thereby, my institution discusses, checks and agrees upon the study conditions and support with the student and the host institution Institution in charge of receiving students from abroad and offering them a study/traineeship programme or a programme of training activities.
My institution offers opportunities to undertake a preparatory visit Visits to the country of the receiving organisation prior to the start of mobility activities to prepare and ensure high quality of those activities. Examples include tasks to facilitate administrative arrangements and build trust and understanding between organisations involved.
host institution Institution in charge of receiving students from abroad and offering them a study/traineeship programme or a programme of training activities.
My institution delivers premobility trainings (e.g. language training, mental health) to equip students with knowledge and skills to give them the best chance of a successful mobility experience, and does so in an accessible way.
My institution provides a premobility network to enable students to prepare for their mobility by linking them with other students heading to the same region.
My institution delivers on the support mobility plan for incoming students with specific needs.
My institution organises a welcoming session and introductory activities for incoming students in an inclusive way.
My institution provides a buddy scheme to support incoming students.
My institution has a direct response plan and delivers (tailored) advice/assistance in case of travel, medical, political, or social crisis situations issues.
My institution systematically checks in with disadvantaged students on their return from mobility to capture the impact of their experience to inform their future practice and policy.
My institution provides CV workshops to help students frame their mobility in a way that is attractive to employers, highlighting the skills they have developed during their programme.
My institution provides ambassador opportunities for disadvantaged students (e.g. public speaking practice and opportunities to write blogs and film vlogs)